2015 TASH Conference has ended
This year’s theme, “Celebrating 40 Years of Progressive Leadership,” acknowledges TASH’s 40 years of generating change within the disability community and anticipates a brighter, more inclusive future for people with disabilities in all aspects of life. Each year, the TASH Conference impacts the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world.

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Friday, December 4 • 2:10pm - 3:00pm
Supporting inclusive education through utilizing a learner-centered professional development model LIMITED

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Limited Capacity seats available

This presentation will share results of a mixed method research study that used inclusive educational team focus groups and survey data to develop a teacher delivered intervention to support the inclusive educational needs of 3 students with moderate intellectual disabilities and autism. Data and implications for practice will be discussed. OBJECTIVES: +T2 IMPORTANCE: For inclusive model to be effective, teams must not only work well together, but have the needed skills to implement and support themselves while supporting the students(McLeskey et al., 2014) The identification of teacher needs that are consistent with their beliefs/ knowledge is a successful way to build inclusive schools. TRANSLATING TOPIC INTO IMPROVED OUTCOMES:Data continues to demonstrate the positive effects well-designed inclusive schools have on students with disabilities and students without disabilities. Specifically, we know that inclusive classrooms not only effect social outcomes for students, but also directly impact the time students have access to general curriculum (Soukop, Wehmeyer, Bashinki, & Bovaird, 2007 ) in turn increasing academic outcomes (Jameson et al., 2007; Jimenez, Browder, Spooner, & DiBiase, 2012). While advocates for inclusion have proclaimed its benefits for all involved for nearly three decades (Ryndak, Sailor, Hunt; McKlesky, Waldron, & Reed, 2014), sadly the number of students with moderate to severe disabilities included within the general education classroom continues to rise at a dramatically lower rate than students with mild disabilities. When wrestling with the multi-components of inclusive education (team planning, curriculum adaptations, social dynamics) realistic and feasible models must be developed to address the hesitation of educators asked to continue the momentum. Recent survey literature indicates that general education teachers do not feel prepared to support students with moderate to severe intellectual disabilities, specifically having received little to no preparation training or professional development. This presentation will present data regarding specific needs of paraprofessionals, general education and special education teams. Specifically, survey and focus group data was used to determine how to support these teacher teams to better support students with complex support needs in the inclusive elementary school classrooms. Using qualitative data to inform the single-case research variables, the research team then identified an evidence-based practice to support the needs of the student and his/her team.

avatar for Bree Jimenez

Bree Jimenez

Assistant Professor, University of North Carolina at Greensboro
Dr. Bree Jimenez is an assistant professor of special education at the University of North Carolina at Greensboro. Dr. Jimenez has worked in the field of low-incidence disability for over 15 years. Dr. Jimenez designs and conducts research in the area of general curriculum access... Read More →

Friday December 4, 2015 2:10pm - 3:00pm PST
Salon D 1401 SW Naito Parkway Portland, OR 97201

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